Many people today would say that schools treat all students as equals.
due to inefficient funding, unfair resource allocation, segregation, biased testing
However, that statement is untrue because even now schools are biased or simply incapable of giving every student equal opportunities.
The issue is presented between those of different economic classes, races, genders, and learning ability
In order for students to be considered any other way, they must first all be treated as equals.
Teaching ability, college admittance, and student achievement are all based on standardized testing.*
Notes:
-Not all schools are created equal.
-White people of the upper middle class who go to school in suburban areas are under the impression that schools treat all students as equals when in fact, this is not true.
-Even now, schools are biased or simply incapable of giving every student equal opportunities.
-The problem stems from inefficient funding, unfair resource allocation, segregation, and biased teaching and testing.
-The issue is presented between those of different economic classes, races, genders, and learning ability.
-In order for students to be compared amongst one another, they must first be considered equals.
-Teaching ability..."*"... an approach that is not appropriate for all students
Why is this issue important nationally and/or locally?
How can students all be tested the same if they aren't equal? If they don't all have the same opportunities?
-upper class v lower class
-race
-special needs v regular v gifted
-gender
-criminality
-language
immigration across the country is increasing
Notes:
-This issue is important both n and l because, as Jonathan Kozol, author of Savage Inequalities wrote, "our children ought to be allowed a stake in the enormous richness of America. Whether they were born," he continues, "to poor black people in the Bronx or to rich people in Manhasset... they are all quite wonderful and innocent when they are small. We soil them needlessly" [1]
-He mentions the ideal for all children throughout the country to be treated fairly, no matter their socioeconomic status, race, gender, criminality, language competency, or disability.
-Another reason this issue is so important nationally is that immigration across the country is increasing and we are getting new students at a growing rate.
What are the historical roots of this problem? What has been tried in the past? What are the current approaches?
desegregation laws.
brown v board of education (1954)
began the civil rights movement
nclb (2002) requires immigrant children to be included (along those same lines with immigration: bilingual (english language learners) (title iii)) (Ravitch) (Lewis)
title 1 and title 3
Many children of immigrants
are limited English proficient. They also often fall into one or more of the NCLB Act’s other protected
classes, including “major racial and ethnic groups” (blacks, Hispanics, and Asians), low-income
students, and students in special education programs.
ensure students get ESL learning so that we'll no longer have a need for native-language alternate tests
somewhat promotes segregation
also resulted in some segregation due to too much emphasis on learning english proficiency rather than other subjects the students should be learning
Title III is a supplemental program to provide services in addition to, but not to replace, core English language instructional programs. States, districts, and schools are required to provide core English language instruction programs and services for English Language Learners (ELLs) based on Title VI of the Civil Rights Act of 1964, and its implementing regulations, as interpreted by the U.S. Supreme Court ruling in Lau v. Nichols, and the Equal Educational Opportunities Act of 1974.
Specifically, data show that for every 100
Latina/o children who enter school, a mere 53 percent will actually graduate from high
school and only 11 percent will graduate from college[2]
individuals with disabilities education act IDEA
enacted in 1990, reenacted in 1997
Notes:
-Most of the attempts at equality remain in action today. For example,
-one of the major historical roots of the problem was racial segregation
-Up until the well known Brown vs. Board of Ed case (1954,before civil rights movement) there were separate schools for blacks and whites
-Now, schools are desegregated...many parents will not allow their children to go to schools where the majority of the student pop isa minority group
-They send their children to private schools that can be over an hour away[3]
-historical inequality: students with special needs who were classified as emotionally disturbed or mentally retarded were not allowed to go to public schools
- changed with implementation of IDEA[4]
-requires public school districts to provide free education until age 21
-very effective, most schools offer specialized instruction
-For a while, public school systems could not handle delinquents and juvenile criminals.
-Their only option was to give detention or expel them.
-Not permanent solutions for children who acted up
-in and out of class and discouraged from the isolation
-shipped off to school in a nearby district to cause trouble there
-Including immigrant children who do not speak English
-NCLB required all students to make adequate yearly progress and achieve 100% proficiency by 2014[5] -hispanic immigrants were included in that goal and expected to meet demands[6] -obviously unattainable with constant immigration
-included 2 parts to help those students become proficient in English
-required schools to embrace them into the public system
-Title I
~requires schools to raise performance of english language learning students on reading and math assessments beginning in 3rd grade[7]
~requires schools to report those scores and be held accountable for the achievement or failure those students attain
-Title III
~requires schools to measure and improve students' English proficiency with states held accountable for the improvement annually[8]
How does this problem/issue relate to RI schools? Is there evidence of a connection to the specific schools schools/districts/communities that we researched earlier?
the diversity in certain districts of the state, especially providence. RI faces immigration, especially from the Dominican Republic and Cape Verde
Areas of poverty and very low achievement
Providence Expenditures
Providence as a whole has lower income levels and higher levels of poverty than the state of Rhode Island as a whole. The average median household income in this city is $26,867, which is much lower than the state average of $42,090. The median family income also follows this trend, and is only $32,058 in Providence and $ 52,781 in Rhode Island [4] . The lower incomes in Providence correspond to the poverty levels that are seen throughout the city. About 24% of families in Providence live below the poverty line, which is significantly greater than the 8.9 % of families who face poverty in the rest of the state. 29.1% of individuals in Providence experience poverty, which is more than double the 11.9 % of individuals in the rest of the state who are below the poverty line.[5] The level of education of the population has had a great impact on the income and poverty levels of the community. Only 65.8% of adults in Providence have a high school diploma, compared to 78% of Rhode Island adults with this distinction. A lower level of education makes it more difficult for an individual to get a job with high wages, and the Providence community has suffered because of this.[6]
"Title III is a supplemental program to provide services in addition to, but not to replace, core English Language instructional programs. States, districts, and schools are required to provide core English Language instruction programs and services for English Language Learners (ELLs) based on Title VI of the Civil Rights Act of 1964, and its implementing regulations, as interpreted by the U.S. Supreme Court ruling in Lau v. Nichols, and the Equal Educational Opportunities Act of 1974" (Title III Language)
title I
Prov $1,239 Bar $69, RI $536
Special ed
Prov $17,994 Bar $15,311 RI $16,382
ELL
Prov $317 Bar $6,818 RI $7,931
Notes:
-prominent in certain parts of Rhode Island, as we have seen in our research on the Barrington and Providence districts
-Providence is a poor district in RI with many immigrants, and therefore a diverse population, many of whom are English language learners
-88% are nonwhite
-19% are receiving special ed services
-household and family income are significantly lower than those of the state average
-only 65.8% of adults have high school diploma
-drug use is high at some Rhode Island schools, or there could be a magnet school for students within the worst parts of the state (consider alternative schools)
-nothing about alternative schools in Rhode Island strategic plan
-Providence spends a lot on special education programs in schools, $17,994 to be exact.
-Spends $1,239 on Title I which is far above the state average of $536
-The Barrington expenditure for Title one is only $69, most likely because it is not a very diverse district and already performs well on assessments, therefore they can place those resources elswhere
-Providence has a mere $317 to spend on English Language Learners
-For more information on Providence expenditures visit District Data - Providence
-For more information on Barrington expenditures visit District Data - Barrington
How has this issue been informed by our course readings? Other sources? Be specific and prepared to cite your sources!
Ravitch(NCLB)
Kozol(lopsided funding)
Suskind(first-hand experience)
District/school data
Alternative school research
Notes:
-The indication that segregation is still around came from the book, A Hope In the Unseen.
-We were given a first-hand view of Cedric Jennings' life as a black boy in the slums of DC.
-He somehow managed to overcome everything that could have held him back; his ethnicity, his single-parent, low-income household, temptation of drugs around his terrible public school Ballou
-"Gunshots are a part of the background score here. Listen on most nights and a few pops are audible."[9] -That is only the beginning to the trials and tribulations that we saw in Savage Inequalities.
-In a place where sewage is a backyard commonality, broken windows, burglaries, and rapes are common, the people of East St. Louis realize that they are not experiencing a normal living standard.
-Clearly, it is well known that East St. Louis is a wasteland of blacks and sewage.
-Nobody who has the power to will give their schools any money
-A teacher in East St. Louis, Mr. Solomon says "I have done without so much for so long that, if I were assigned to a suburban school, I'm not sure I'd recognize what they are doing. We are utterly cut off."[10] -I also learned from the Education Digest article "Poor Rural Kids" that city children are not the only ones facing problems
-37% of rural counties nationwide had national child poverty rates of 20% or more as of 2000[11] -As Diane Ravitch points out in chapter six of her book on the American school system, No Child Left Behind was meant to bring all students up to proficiency[12] -There are numerous schools and even districts across the country that do not have the funding, the resources, the qualified teachers to make that happen.
-The district data we collected for our context reports were also particularly helpful since we analyzed demographics and achievement.
-give link to site
-During my research on Issues around reform, that is when I encountered the troubles of delinquents and otherwise disturbed children who can greatly benefit from alternative schools.
-Research available at Issues Around Reform - Research
What are your views, opinions, concerns, or solutions related to the problem?
some ideas that could be implemented to promote equality:
ensure all students are given the same opportunities regardless of socioeconomic status (funding)
offer bilingual introductory education
ensure integration and diversity are allowed and welcomed
open alternative schools with a purpose (Type I, II, III)
hiring the right staff (equality within the staff as well)
Notes:
-To resolve the issue, a number of steps must be taken in addition to those discussed above
-First of all, each district must develop their own funding formula that will allow resources to be allocated as needed.
-Additionally, all students and staff must be accepted as a part of the school community
-We also need to keep up with English as a second language programs so that we may reduce the need for extraneous efforts such as translations and native language tests.
-Those same students will score higher on standardized testing that requires a knowledge of English
-Districts evaluate need for alternative schools and implement one if needed for gifted students, students with behavioral issues, or as a dropout alternative and second chance for delinquents
-link to page
How can schools be equitable for all students?
Lauren Wong
What is the problem or issue?
- Many people today would say that schools treat all students as equals.
- due to inefficient funding, unfair resource allocation, segregation, biased testing
- However, that statement is untrue because even now schools are biased or simply incapable of giving every student equal opportunities.
- The issue is presented between those of different economic classes, races, genders, and learning ability
- In order for students to be considered any other way, they must first all be treated as equals.
- Teaching ability, college admittance, and student achievement are all based on standardized testing.*
Notes:-Not all schools are created equal.
-White people of the upper middle class who go to school in suburban areas are under the impression that schools treat all students as equals when in fact, this is not true.
-Even now, schools are biased or simply incapable of giving every student equal opportunities.
-The problem stems from inefficient funding, unfair resource allocation, segregation, and biased teaching and testing.
-The issue is presented between those of different economic classes, races, genders, and learning ability.
-In order for students to be compared amongst one another, they must first be considered equals.
-Teaching ability..."*"... an approach that is not appropriate for all students
Why is this issue important nationally and/or locally?
-race
-special needs v regular v gifted
-gender
-criminality
-language
Notes:
-This issue is important both n and l because, as Jonathan Kozol, author of Savage Inequalities wrote, "our children ought to be allowed a stake in the enormous richness of America. Whether they were born," he continues, "to poor black people in the Bronx or to rich people in Manhasset... they are all quite wonderful and innocent when they are small. We soil them needlessly" [1]
-He mentions the ideal for all children throughout the country to be treated fairly, no matter their socioeconomic status, race, gender, criminality, language competency, or disability.
-Another reason this issue is so important nationally is that immigration across the country is increasing and we are getting new students at a growing rate.
What are the historical roots of this problem? What has been tried in the past? What are the current approaches?
- desegregation laws.
- brown v board of education (1954)
- began the civil rights movement
- nclb (2002) requires immigrant children to be included (along those same lines with immigration: bilingual (english language learners) (title iii)) (Ravitch) (Lewis)
- title 1 and title 3
- Many children of immigrants
- ensure students get ESL learning so that we'll no longer have a need for native-language alternate tests
- somewhat promotes segregation
- also resulted in some segregation due to too much emphasis on learning english proficiency rather than other subjects the students should be learning
- Title III is a supplemental program to provide services in addition to, but not to replace, core English language instructional programs. States, districts, and schools are required to provide core English language instruction programs and services for English Language Learners (ELLs) based on Title VI of the Civil Rights Act of 1964, and its implementing regulations, as interpreted by the U.S. Supreme Court ruling in Lau v. Nichols, and the Equal Educational Opportunities Act of 1974.
- Specifically, data show that for every 100
- individuals with disabilities education act IDEA
- enacted in 1990, reenacted in 1997
Notes:are limited English proficient. They also often fall into one or more of the NCLB Act’s other protected
classes, including “major racial and ethnic groups” (blacks, Hispanics, and Asians), low-income
students, and students in special education programs.
Latina/o children who enter school, a mere 53 percent will actually graduate from high
school and only 11 percent will graduate from college[2]
-Most of the attempts at equality remain in action today. For example,
-one of the major historical roots of the problem was racial segregation
-Up until the well known Brown vs. Board of Ed case (1954,before civil rights movement) there were separate schools for blacks and whites
-Now, schools are desegregated...many parents will not allow their children to go to schools where the majority of the student pop isa minority group
-They send their children to private schools that can be over an hour away[3]
-historical inequality: students with special needs who were classified as emotionally disturbed or mentally retarded were not allowed to go to public schools
- changed with implementation of IDEA[4]
-requires public school districts to provide free education until age 21
-very effective, most schools offer specialized instruction
-For a while, public school systems could not handle delinquents and juvenile criminals.
-Their only option was to give detention or expel them.
-Not permanent solutions for children who acted up
-in and out of class and discouraged from the isolation
-shipped off to school in a nearby district to cause trouble there
-Including immigrant children who do not speak English
-NCLB required all students to make adequate yearly progress and achieve 100% proficiency by 2014[5] -hispanic immigrants were included in that goal and expected to meet demands[6] -obviously unattainable with constant immigration
-included 2 parts to help those students become proficient in English
-required schools to embrace them into the public system
-Title I
~requires schools to raise performance of english language learning students on reading and math assessments beginning in 3rd grade[7]
~requires schools to report those scores and be held accountable for the achievement or failure those students attain
-Title III
~requires schools to measure and improve students' English proficiency with states held accountable for the improvement annually[8]
How does this problem/issue relate to RI schools? Is there evidence of a connection to the specific schools schools/districts/communities that we researched earlier?
Notes:
-prominent in certain parts of Rhode Island, as we have seen in our research on the Barrington and Providence districts
-Providence is a poor district in RI with many immigrants, and therefore a diverse population, many of whom are English language learners
-88% are nonwhite
-19% are receiving special ed services
-household and family income are significantly lower than those of the state average
-only 65.8% of adults have high school diploma
-drug use is high at some Rhode Island schools, or there could be a magnet school for students within the worst parts of the state (consider alternative schools)
-nothing about alternative schools in Rhode Island strategic plan
-Providence spends a lot on special education programs in schools, $17,994 to be exact.
-Spends $1,239 on Title I which is far above the state average of $536
-The Barrington expenditure for Title one is only $69, most likely because it is not a very diverse district and already performs well on assessments, therefore they can place those resources elswhere
-Providence has a mere $317 to spend on English Language Learners
-For more information on Providence expenditures visit District Data - Providence
-For more information on Barrington expenditures visit District Data - Barrington
How has this issue been informed by our course readings? Other sources? Be specific and prepared to cite your sources!
Ravitch(NCLB)Kozol(lopsided funding)
Suskind(first-hand experience)
District/school data
Alternative school research
Notes:
-The indication that segregation is still around came from the book, A Hope In the Unseen.
-We were given a first-hand view of Cedric Jennings' life as a black boy in the slums of DC.
-He somehow managed to overcome everything that could have held him back; his ethnicity, his single-parent, low-income household, temptation of drugs around his terrible public school Ballou
-"Gunshots are a part of the background score here. Listen on most nights and a few pops are audible."[9] -That is only the beginning to the trials and tribulations that we saw in Savage Inequalities.
-In a place where sewage is a backyard commonality, broken windows, burglaries, and rapes are common, the people of East St. Louis realize that they are not experiencing a normal living standard.
-Clearly, it is well known that East St. Louis is a wasteland of blacks and sewage.
-Nobody who has the power to will give their schools any money
-A teacher in East St. Louis, Mr. Solomon says "I have done without so much for so long that, if I were assigned to a suburban school, I'm not sure I'd recognize what they are doing. We are utterly cut off."[10] -I also learned from the Education Digest article "Poor Rural Kids" that city children are not the only ones facing problems
-37% of rural counties nationwide had national child poverty rates of 20% or more as of 2000[11] -As Diane Ravitch points out in chapter six of her book on the American school system, No Child Left Behind was meant to bring all students up to proficiency[12] -There are numerous schools and even districts across the country that do not have the funding, the resources, the qualified teachers to make that happen.
-The district data we collected for our context reports were also particularly helpful since we analyzed demographics and achievement.
-give link to site
-During my research on Issues around reform, that is when I encountered the troubles of delinquents and otherwise disturbed children who can greatly benefit from alternative schools.
-Research available at Issues Around Reform - Research
What are your views, opinions, concerns, or solutions related to the problem?
some ideas that could be implemented to promote equality:
Notes:
-To resolve the issue, a number of steps must be taken in addition to those discussed above
-First of all, each district must develop their own funding formula that will allow resources to be allocated as needed.
-Additionally, all students and staff must be accepted as a part of the school community
-We also need to keep up with English as a second language programs so that we may reduce the need for extraneous efforts such as translations and native language tests.
-Those same students will score higher on standardized testing that requires a knowledge of English
-Districts evaluate need for alternative schools and implement one if needed for gifted students, students with behavioral issues, or as a dropout alternative and second chance for delinquents
-link to page
- “IDEA (The Individuals with Disabilities Education Act),” National Resource Center on ADHD, 2010, http://www.help4adhd.org/education/rights/idea
.- Randy Capps et al., “The New Demography of America's Schools: Immigration and the No Child Left Behind Act” (The Urban Institute), http://www.urban.org/uploadedPDF/311230_new_demography.pdf
.- Randy Capps et al., “The New Demography of America's Schools: Immigration and the No Child Left Behind Act” (The Urban Institute), http://www.urban.org/uploadedPDF/311230_new_demography.pdf
.